Various Ways In Teaching Dyslexic Students

Name: Course: Tutor: Date: Teaching Dyslexic Students It is a broad misconception that dyslexia is a reading disorder amid the extensive literature related to teaching dyslexic students. If truth be told, students with dyslexia are challenged when speaking, spelling, and writing. Teachers who understand the complications are well equipped with the needed resources to help such students. Learning institutions can use the available academic resources to help students with dyslexia attain academic success. This paper will discuss the various ways in which teachers can implement and highlight the multiple indicators and characteristics of dyslexia, and the economics of education. Identification of dyslexia among students is important before deciding which academic accommodations are the most applicable. Thus, it is essential to understand the misconceptions about dyslexia, explore the existing academic accommodations and solutions to find a new intervention that helps in teaching dyslexia. Education can be considered as both a process and a product, depending on the prevailing circumstances. As a product, education is supposed to yield some tangible results such as skills, knowledge and values which are a result of learning. Most of the scholars have indicated that the knowledge, which is acquired, leads to wisdom. It, therefore, becomes a product if at all it could be assimilated into the larger society and culture (Srivastava, 6). Education as a process is when an individual can acquire and develop the intellect, cultural and social understanding, critical thinking ability and the ability for one to understand the self. Education is always a continuous activity that is dynamic in which, individuals can utilize their own experiences to handle the existing challenging situations and learn new approaches to managing new challenges, which occur with, time. The life of children is influenced by the education quality they get exposed to (oecd.org, 14). Schools target to offer children the right skills, knowledge and the necessary interpersonal skills which are crucial for their early development, adulthood and the offerings to society and economy. A school has a unifying environment which provides for uniformity to all children in attendance. Studies have indicated that most of Organization for Economic Co-operation and Development (OECD) countries still have disparities in the provision of education which is a basic recipe for success in the future life of the students in attendance (oecd.org, 14). Education is supposed to be an all-inclusive process in which the objective of OECD is to ensure that all children access quality education. The high performers in education have seen the need to have both equity and quality upheld. Social and economic inequalities lead to a dismal performance in most of the OECD countries (oecd.org, 15). A closer survey indicates that 1 in every youngster scores below the expected level. Most of the OECD countries have failed the test of literacy in the sense that the majority score over 25%. The percentage reached by those students in OECD countries that score little in reading proficiency stands at 40%. One can assume that their skills are also a mess. The highest pointer for dropout is the dismal performance...